Green is my thoughts. Red is stuff that I found. It ends up being just a list of more resources going into some lesson plan descriptions that I found online. It looks like stuff that we could definitely use. Most of the links come from __www.lessonplanet.com__ which we can get for free for 10 days then you have to pay for it. This is something we should try to get from Bill!!!
Students will know:
· HISTORY:·
The key players in the Spanish Empire.
·
Specific historical events related to the Spanish Empire
o
Columbus’ expeditions
o
The conquistadors
o
The Missions
Students will be able to:
·
Tell a story about the motives of the king and queen of Spain during the 15th century Spanish Conquest
·
Detail the journey of Columbus and his actions.
· Describe how actions what?? ????contributed to the current cultural elements of the Caribbean and the other countries in Central and South America.
·
Imagine what it was like in Tenochtitlan when Cortes arrived.
·
Identify the key components and goals of the Missions, and consider the effects they had on the cultural development in California, Texas, and other US regions that border Mexico.
·
Explain how Catholicism blended with the beliefs and rituals of the natives – the Aztecs, the Quechua, the Mayans and the Incas to create the modern cultural aspects of religion and tradition in Hispanic countries.
History
:
Give one, get one - stories from ¡México! A kaleidoscope kids book __http://www.aztec-history.com/aztec-ball-game.html____http://www.ballgame.org/__
Mexican Flag - Eagle - Tenochtitlan
Venn diagram - Maya, Inca, Aztec __www.discoveryeducation.com__ - Hernan Cortes lesson plan, Mesoamerica: The History of Central America lesson plan, Conquistadors: Inca rebellion lesson plan, Conquistadors: Francisco Pizarro lesson plan, A Classical Maya News Report lesson plan
In this lesson 8th graders research the role of the first Spanish conquistadors who explored the now United States. Using the internet, they gather information on different explorers and write a paper about why he is important in American history. They practice saying English words that came from the Spanish languages and identify the major cities and states with Spanish origins.
In this lesson students read stories, look at maps, and write journal entries to learn about the language and artwork of Nahuatl culture. In this Nahuatl culture lesson plan, students research the Nahuatl culture and present their findings.
This lesson has students learn about important persons throughout the history of the Spanish speaking world. Then in small groups (3-4) will research information about the individuals that they select; their time period, their surroundings and their historical importance.
Students perform research about the first Spanish explorers to come to the Americas. The students undertake a variety of activities to better comprehend this time period in history.
In this lesson 3rd graders write a journal entry. In this journal writing lesson, 3rd graders view pictures related to Columbus. After ordering pictures chronologically, 3rd graders select one to write a journal entry from Columbus' viewpoint.
This lesson has learners explore the Incan culture. In this Incan history lesson, learners research the rebellions that occured upon the arrival of the Spanish conquistdors. This lesson has learners write essays regarding the rebellions and whether or not they could have been avoided.
8th graders cooperate in groups to research ten different Spanish conquistadors. They enter relevant information about each explorer into a spreadsheet.
Learners explore California during the pioneering Spanish expedition led by Portola. They participate in a simulation. Within groups there should be one Portola, one Father Juan Crespi, a Spanish soldier, and a Christian native.
Students, working in groups, research different aspects of the Mayan society of the classical period. They study the rise and fall of the civilization and present the information in multimedia presentations.
Students investigate the Maya civilization. In this Maya civilization lesson, students view a PowerPoint presentation and record notes. Students explore several important landmarks, such as the "Magician's Palace" at Uxmal.
Learners conduct Internet research on the Mayan world, both past and present. They complete a worksheet, create a logo that represents the Mayan world, and write a Mayan legend, glyph, or music.
Students look at the journey of Columbus from different point of view. In this Columbus lesson, students complete 4 different lessons. They include point of view, role-playing, opposing viewpoints, stereotypes and racism.
· Art:
Overheads / Power Point with different art
Art analysis __http://www.latinamericanstudies.org/cuba/art.htm__
We need to ask Andy about this
In this mural design lesson, students learn about the design of murals and explore their city to find murals. Students grade the murals based on design and representation of the city and design a mural for their school.
Students discuss Alice's adventures at the bottom of the rabbit hole and how readers often compare those adventures to human dreams. Discussion turns to examples of surrealist paintings and what those painters may have been saying about the culture they were living in. They write one to two paragraphs explaining how Carroll and surrealist painters comment on reality.
In this lesson students research the life and works of Pablo Picasso. They focus on his painting "Guernica" and consider the multiple interpretations of this piece. In this lesson students research material, write summaries and discuss opinions in Spanish.
In this lesson students read stories, look at maps, and write journal entries to learn about the language and artwork of Nahuatl culture. In this Nahuatl culture lesson plan, students research the Nahuatl culture and present their findings.
Students examine the architecture of Antonio Gaudi. Using the internet, they research his life and summarize the information. They create a real estate advertisement.
Students examine the paintings of Dali and Velazquez and write about the physical characteristics, colors, and shapes of the works. They describe their paintings orally in Spanish.
Students translate Lorca's poem, Ode to Salvador Dali from Spanish and read their interpretations to the class. They discuss the lives and times of both Lorca and Dali.
In this lesson learners select a Spanish author, architect, or painter to research. After composing a rough draft for teacher review, the give Powerpoint presentations to the class. In this lesson learners answer questions from peers.
Students discover the Cubist art of Picasso. In this visual arts lesson, students read about Picasso's life and artwork. Students then link to an Internet site that allows them to create their own cubist art.
Students work in groups to research a Spanish-speaking artist. They access print and online resources and interact within their group in Spanish. Students prepare a slideshow for the class and present the show in the target language.
Students review and compare the works "Las meninas" by Velazquez and "Dos muchachas a la ventana" by Murillo and discuss new vocabulary and themes. They write a comparison in their journal and share with the class.
This lesson has students research Joan Miro. In this art lesson, students find Barcelona on a map and discuss the languages used there. They find information about Miro and design a picture in the Miro style.
In this lesson students identify the painter Picasso as a famous Spanish cultural figure, name at least one of Picasso's painting styles and describe aspects of Picasso's Blue Period. They create their own Blue Period inspired work of art.
Students identify specific artists' work and visually present their project through PowerPoint project and a biography based on the life of their chosen artist. They share their exposes with their classmates in the foreign language and research art through the Internet; writing about their artist; and produce an original picture which depicts the same media, color, style, and theme of the artist.
Students describe the characteristics of the painting "Luna" by Julio Larraz. They are told that the word Luna means moon in Spanish. Students describe the colors and how the colors make them feel. They are asked if the painting is symmetrical or balanced.
Students examine images of various murals, and conduct Internet research on murals, the muralist movement, and muralists. They discuss themes for a school mural, then create a mural for the school incorporating the themes listed by the class.
Students participate in a variety of lessons and activities to learn about Diego Rivera and his art. They write a paper about him and view samples of his art work. Based on a piece of Diego Rivera's art, students write a creative story. They create metaphors and similes to go with the art. Students finish the unit by creating a group mural.
This lesson has students complete a variety of activities in a unit about the art, culture, and traditions of Mexico. They read books about the Day of the Dead, create a skeleton puppet, and create a traditional Mexican tissue paper cutting. This lesson has students also examine the life of Frida Kahlo, and draw a self-portrait.
Music/art/dance
· //__http://www.zarzuela.net/__//
I was in a zarzuela at Middlebury and have it on DVD.
Listen to music and watch videos
Identify the type of music
Zumba / Dance video __http://library.thinkquest.org/J002194F/mainpage.htm____http://users.wpi.edu/~arivera/music.html__
__http://www.aztec-history.com/aztec-ball-game.html__ __http://www.ballgame.org/__
Jai alai
The bullfight movie __http://www.clta.net/lessons/spanish/level2/deporte.html__ __http://www.factmonster.com/spot/hhm1.html__ __http://teacher.scholastic.com/activities/hispanic/index.htm____www.red2000.com__- for geography and holidays
Make fallas
Eat grapes
Have a water balloon “tomato” fight???
Make a San Fermin video?????
Identify the different holidays by pictures
Understand the difference between Semana Santa and the KKK
Understand the difference between Cinco de Mayo and Independence Day __http://www.outreachworld.org/Files/florida_internatl_u/DiadelosMuertos.pdf____http://ethemes.missouri.edu/themes/672?locale=en__
Identify foods from different regions
Webquests
Difference between Spanish tortilla and Mexican tortilla __http://www.mcdonalds.com/us/en/websites.html____http://www.hardrock.com/locations/cafes3/____http://www.eturismo.com/gtrav/index.html__
Chupacabras!!!!!!!!!
Jigsaw
Give one get one
Read and act out stories
Create a video or skit
In this lesson students create a Spanish fairy tale. In this Spanish lesson, students explore and create Spanish fairy tales. In this lesson students listen to Spanish fairy tales then create their own. In this lesson students use Kerpoof to create their fairy tale and present to the class.
In this lesson students interpret a Spanish language story through acting. After reading The Three Little Pigs, students identify key vocabulary and discuss the meaning of the vocabulary. Working in groups, students perform an interpretation of the story.
Students interpret a Spanish language story through acting. After reading Goldilocks and The Three Bears, students identify key vocabulary and discuss the meaning of the vocabulary. Working in groups, students perform an interpretation of the story.
Students translate Lorca's poem, Ode to Salvador Dali from Spanish and read their interpretations to the class. They discuss the lives and times of both Lorca and Dali.
In this lesson students study the conquest of Mexico and the role of La Llorona. They review the geographical locations of the Aztec civilization and present day Mexico. They compare and contrast an Aztec city and a Spanish city. They create a timeline of Spanish conquest including Dona Marina's role. They research her life and simulate a trial.
Students act out the story of Goldilocks and the Three Bears in Spanish. First, they fill in missing words in a verbal version of a cloze activity. The lesson concludes with students playing Concentration in Spanish as they identify words represented by the pictures.
In this lesson students explain the story, including its plot, characters, setting, and theme. They discuss the elements of the story in their preferred language, speak to the group about the story in English and write the story in one or both languages.
Learners read, speak, plan, explain and organize use of the target language in an activity for the entire class. They read a chosen fairy tale to the class in the target language and create a sociogram (in the target language) depicting the characters and how they relate to each other.
Learners participate in a lecture on the history of Latin Americans and the role of Latin-American women writers. As a class, they read a story together and identify what lessons the narrator gained throughout the story. In groups, they examine the author's life and compare it to their own. To end the lesson, they use the internet to research various aspects of Latino culture.
In this lesson students compare and contrast traditional literature in Spanish; reflect upon the cultural uniqueness of Mexico; familiarize themselves with poetry, songs, etc. from the Mexican culture; and recognize themes in Mexican literature
In this lesson learners are comparing and contrasting two stories, The Three Bears and Abuelo and the Three Bears. The first story is the traditional fairy tale. The second one is a different version of the story with some Spanish words and phrases.
In this lesson students examine theme. In this Papalotzin y las Monarcas lesson, students read an English or Spanish version of the story. In this lesson students discuss the themes of community and positive change in the story.
In this lesson students create the presentation of an original legend or fable in Spanish using Impress. They read and analyze legends from the Hispanic world . Then they write their own legend or fable designed to teach younger children an historical or moral concept.
Students are introduced to a variety of reference tools, such as dictionaries, almanacs, globes and atlases. In groups, they use these materials to research Puerto Rico and the life of Juan Bobo. They read a folklore as a class and listen to traditional Bomba Dance music. They are also introduced to easy Spanish sayings.
Learners study a Latin American legend and discuss the belief systems present. They compare and contrast this legend to other cultures. They create a class mural showing the most important scene from the legend and act it out. They also compose their own legend and possibly publish it in the school newspaper.
What El Chupacabras means to me: In this lesson students explore hispanic ficticious characters and compare them to the anglo culture.
Students, after examining why the fiesta Cinco de Mayo is celebrated, plan a fiesta that includes invitations, games, music, paper flowers, flags and a menu of authentic foods. By completing this assignment, they enhance their education by being exposed to another enriching culture in their American melting pot society.
In this lesson learners review the Aztec culture and the preterite and imperfect tenses in Spanish. As a class, they read a popular legend in Spanish culture and discuss its importance. They develop a concept web and locate the cities mentioned in the legend on a map. In groups, they participate in an interview in which one plays the reporter and one plays the role of a character in the legend.
Immigration:
__www.lessonplanet.com__ which we can get for free for 10 days then you have to pay for it. This is something we should try to get from Bill!!!
§
//__http://www.languagesonline.org.uk/__//
§
Link doesn’t exist or was moved
§
//__http://www.miscositas.com/workshops.html__//
§
//__http://www.studyspanish.com/index.htm__//
Geography:
__www.sporcle.com__
Chalk Talk - List Spanish Speaking Countries
Maps
Matamoscas
Country / Capital Memory Cards
Dominoes
__http://commtechlab.msu.edu/sites/letsnet/noframes/subjects/fl/b1u2.html____http://www.geographia.com/indx05.htm____www.red2000.com__
·
HISTORY:·
The key players in the Spanish Empire.
·
Specific historical events related to the Spanish Empire
o
Columbus’ expeditions
o
The conquistadors
o
The Missions
·
Tell a story about the motives of the king and queen of Spain during the 15th century Spanish Conquest
·
Detail the journey of Columbus and his actions.
·
Describe how actions what?? ????contributed to the current cultural elements of the Caribbean and the other countries in Central and South America.
·
Imagine what it was like in Tenochtitlan when Cortes arrived.
·
Identify the key components and goals of the Missions, and consider the effects they had on the cultural development in California, Texas, and other US regions that border Mexico.
·
Explain how Catholicism blended with the beliefs and rituals of the natives – the Aztecs, the Quechua, the Mayans and the Incas to create the modern cultural aspects of religion and tradition in Hispanic countries.
:
Give one, get one - stories from
¡México! A kaleidoscope kids book __http://www.aztec-history.com/aztec-ball-game.html____http://www.ballgame.org/__
Mexican Flag - Eagle - Tenochtitlan
Venn diagram - Maya, Inca, Aztec
__www.discoveryeducation.com__ - Hernan Cortes lesson plan, Mesoamerica: The History of Central America lesson plan, Conquistadors: Inca rebellion lesson plan, Conquistadors: Francisco Pizarro lesson plan, A Classical Maya News Report lesson plan
In this lesson 8th graders research the role of the first Spanish conquistadors who explored the now United States. Using the internet, they gather information on different explorers and write a paper about why he is important in American history. They practice saying English words that came from the Spanish languages and identify the major cities and states with Spanish origins.
In this lesson students read stories, look at maps, and write journal entries to learn about the language and artwork of Nahuatl culture. In this Nahuatl culture lesson plan, students research the Nahuatl culture and present their findings.
This lesson has students learn about important persons throughout the history of the Spanish speaking world. Then in small groups (3-4) will research information about the individuals that they select; their time period, their surroundings and their historical importance.
Students perform research about the first Spanish explorers to come to the Americas. The students undertake a variety of activities to better comprehend this time period in history.
In this lesson 3rd graders write a journal entry. In this journal writing lesson, 3rd graders view pictures related to Columbus. After ordering pictures chronologically, 3rd graders select one to write a journal entry from Columbus' viewpoint.
This lesson has learners explore the Incan culture. In this Incan history lesson, learners research the rebellions that occured upon the arrival of the Spanish conquistdors. This lesson has learners write essays regarding the rebellions and whether or not they could have been avoided.
8th graders cooperate in groups to research ten different Spanish conquistadors. They enter relevant information about each explorer into a spreadsheet.
Learners explore California during the pioneering Spanish expedition led by Portola. They participate in a simulation. Within groups there should be one Portola, one Father Juan Crespi, a Spanish soldier, and a Christian native.
Students, working in groups, research different aspects of the Mayan society of the classical period. They study the rise and fall of the civilization and present the information in multimedia presentations.
Students investigate the Maya civilization. In this Maya civilization lesson, students view a PowerPoint presentation and record notes. Students explore several important landmarks, such as the "Magician's Palace" at Uxmal.
Learners conduct Internet research on the Mayan world, both past and present. They complete a worksheet, create a logo that represents the Mayan world, and write a Mayan legend, glyph, or music.
Students look at the journey of Columbus from different point of view. In this Columbus lesson, students complete 4 different lessons. They include point of view, role-playing, opposing viewpoints, stereotypes and racism.
·
Art:
Overheads / Power Point with different art
Art analysis
__http://www.latinamericanstudies.org/cuba/art.htm__
We need to ask Andy about this
In this mural design lesson, students learn about the design of murals and explore their city to find murals. Students grade the murals based on design and representation of the city and design a mural for their school.
Students discuss Alice's adventures at the bottom of the rabbit hole and how readers often compare those adventures to human dreams. Discussion turns to examples of surrealist paintings and what those painters may have been saying about the culture they were living in. They write one to two paragraphs explaining how Carroll and surrealist painters comment on reality.
In this lesson students research the life and works of Pablo Picasso. They focus on his painting "Guernica" and consider the multiple interpretations of this piece. In this lesson students research material, write summaries and discuss opinions in Spanish.
In this lesson students read stories, look at maps, and write journal entries to learn about the language and artwork of Nahuatl culture. In this Nahuatl culture lesson plan, students research the Nahuatl culture and present their findings.
Students examine the architecture of Antonio Gaudi. Using the internet, they research his life and summarize the information. They create a real estate advertisement.
Students examine the paintings of Dali and Velazquez and write about the physical characteristics, colors, and shapes of the works. They describe their paintings orally in Spanish.
Students translate Lorca's poem, Ode to Salvador Dali from Spanish and read their interpretations to the class. They discuss the lives and times of both Lorca and Dali.
In this lesson learners select a Spanish author, architect, or painter to research. After composing a rough draft for teacher review, the give Powerpoint presentations to the class. In this lesson learners answer questions from peers.
Students discover the Cubist art of Picasso. In this visual arts lesson, students read about Picasso's life and artwork. Students then link to an Internet site that allows them to create their own cubist art.
Students work in groups to research a Spanish-speaking artist. They access print and online resources and interact within their group in Spanish. Students prepare a slideshow for the class and present the show in the target language.
Students review and compare the works "Las meninas" by Velazquez and "Dos muchachas a la ventana" by Murillo and discuss new vocabulary and themes. They write a comparison in their journal and share with the class.
This lesson has students research Joan Miro. In this art lesson, students find Barcelona on a map and discuss the languages used there. They find information about Miro and design a picture in the Miro style.
In this lesson students identify the painter Picasso as a famous Spanish cultural figure, name at least one of Picasso's painting styles and describe aspects of Picasso's Blue Period. They create their own Blue Period inspired work of art.
Students identify specific artists' work and visually present their project through PowerPoint project and a biography based on the life of their chosen artist. They share their exposes with their classmates in the foreign language and research art through the Internet; writing about their artist; and produce an original picture which depicts the same media, color, style, and theme of the artist.
Students describe the characteristics of the painting "Luna" by Julio Larraz. They are told that the word Luna means moon in Spanish. Students describe the colors and how the colors make them feel. They are asked if the painting is symmetrical or balanced.
Students examine images of various murals, and conduct Internet research on murals, the muralist movement, and muralists. They discuss themes for a school mural, then create a mural for the school incorporating the themes listed by the class.
Students participate in a variety of lessons and activities to learn about Diego Rivera and his art. They write a paper about him and view samples of his art work. Based on a piece of Diego Rivera's art, students write a creative story. They create metaphors and similes to go with the art. Students finish the unit by creating a group mural.
This lesson has students complete a variety of activities in a unit about the art, culture, and traditions of Mexico. They read books about the Day of the Dead, create a skeleton puppet, and create a traditional Mexican tissue paper cutting. This lesson has students also examine the life of Frida Kahlo, and draw a self-portrait.
Music/art/dance
·
//__http://www.zarzuela.net/__//
I was in a zarzuela at Middlebury and have it on DVD.
Listen to music and watch videos
Identify the type of music
Zumba / Dance video
__http://library.thinkquest.org/J002194F/mainpage.htm____http://users.wpi.edu/~arivera/music.html__
__http://www.aztec-history.com/aztec-ball-game.html__
__http://www.ballgame.org/__
Jai alai
The bullfight movie
__http://www.clta.net/lessons/spanish/level2/deporte.html__
__http://www.factmonster.com/spot/hhm1.html__
__http://teacher.scholastic.com/activities/hispanic/index.htm____www.red2000.com__- for geography and holidays
Make fallas
Eat grapes
Have a water balloon “tomato” fight???
Make a San Fermin video?????
Identify the different holidays by pictures
Understand the difference between Semana Santa and the KKK
Understand the difference between Cinco de Mayo and Independence Day
__http://www.outreachworld.org/Files/florida_internatl_u/DiadelosMuertos.pdf____http://ethemes.missouri.edu/themes/672?locale=en__
Identify foods from different regions
Webquests
Difference between Spanish tortilla and Mexican tortilla
__http://www.mcdonalds.com/us/en/websites.html____http://www.hardrock.com/locations/cafes3/____http://www.eturismo.com/gtrav/index.html__
Chupacabras!!!!!!!!!
Jigsaw
Give one get one
Read and act out stories
Create a video or skit
In this lesson students create a Spanish fairy tale. In this Spanish lesson, students explore and create Spanish fairy tales. In this lesson students listen to Spanish fairy tales then create their own. In this lesson students use Kerpoof to create their fairy tale and present to the class.
In this lesson students interpret a Spanish language story through acting. After reading The Three Little Pigs, students identify key vocabulary and discuss the meaning of the vocabulary. Working in groups, students perform an interpretation of the story.
Students interpret a Spanish language story through acting. After reading Goldilocks and The Three Bears, students identify key vocabulary and discuss the meaning of the vocabulary. Working in groups, students perform an interpretation of the story.
Students translate Lorca's poem, Ode to Salvador Dali from Spanish and read their interpretations to the class. They discuss the lives and times of both Lorca and Dali.
In this lesson students study the conquest of Mexico and the role of La Llorona. They review the geographical locations of the Aztec civilization and present day Mexico. They compare and contrast an Aztec city and a Spanish city. They create a timeline of Spanish conquest including Dona Marina's role. They research her life and simulate a trial.
Students act out the story of Goldilocks and the Three Bears in Spanish. First, they fill in missing words in a verbal version of a cloze activity. The lesson concludes with students playing Concentration in Spanish as they identify words represented by the pictures.
In this lesson students explain the story, including its plot, characters, setting, and theme. They discuss the elements of the story in their preferred language, speak to the group about the story in English and write the story in one or both languages.
Learners read, speak, plan, explain and organize use of the target language in an activity for the entire class. They read a chosen fairy tale to the class in the target language and create a sociogram (in the target language) depicting the characters and how they relate to each other.
Learners participate in a lecture on the history of Latin Americans and the role of Latin-American women writers. As a class, they read a story together and identify what lessons the narrator gained throughout the story. In groups, they examine the author's life and compare it to their own. To end the lesson, they use the internet to research various aspects of Latino culture.
In this lesson students compare and contrast traditional literature in Spanish; reflect upon the cultural uniqueness of Mexico; familiarize themselves with poetry, songs, etc. from the Mexican culture; and recognize themes in Mexican literature
In this lesson learners are comparing and contrasting two stories, The Three Bears and Abuelo and the Three Bears. The first story is the traditional fairy tale. The second one is a different version of the story with some Spanish words and phrases.
In this lesson students examine theme. In this Papalotzin y las Monarcas lesson, students read an English or Spanish version of the story. In this lesson students discuss the themes of community and positive change in the story.
In this lesson students create the presentation of an original legend or fable in Spanish using Impress. They read and analyze legends from the Hispanic world . Then they write their own legend or fable designed to teach younger children an historical or moral concept.
Students are introduced to a variety of reference tools, such as dictionaries, almanacs, globes and atlases. In groups, they use these materials to research Puerto Rico and the life of Juan Bobo. They read a folklore as a class and listen to traditional Bomba Dance music. They are also introduced to easy Spanish sayings.
Learners study a Latin American legend and discuss the belief systems present. They compare and contrast this legend to other cultures. They create a class mural showing the most important scene from the legend and act it out. They also compose their own legend and possibly publish it in the school newspaper.
What El Chupacabras means to me: In this lesson students explore hispanic ficticious characters and compare them to the anglo culture.
Students, after examining why the fiesta Cinco de Mayo is celebrated, plan a fiesta that includes invitations, games, music, paper flowers, flags and a menu of authentic foods. By completing this assignment, they enhance their education by being exposed to another enriching culture in their American melting pot society.
In this lesson learners review the Aztec culture and the preterite and imperfect tenses in Spanish. As a class, they read a popular legend in Spanish culture and discuss its importance. They develop a concept web and locate the cities mentioned in the legend on a map. In groups, they participate in an interview in which one plays the reporter and one plays the role of a character in the legend.
Immigration:
__http://www.yale.edu/ynhti/curriculum/units/1996/4/96.04.08.x.html____http://www.pbs.org/itvs/thecity/index.html__